Department of Special Education, Peabody College at Vanderbilt University, Nashville, TN, 37203, USA.
Department of Special Education, The University of Texas at Austin, Austin, TX, USA.
Ann Dyslexia. 2021 Jul;71(2):322-345. doi: 10.1007/s11881-020-00209-7. Epub 2021 Jan 7.
Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions are most effective. Conducted within a parent project, which investigated the effects of an inferential reading comprehension intervention, the current study examined factors related to the deployment of students' attention as well as language status that might be associated with differential response to intervention. Sixty-six struggling middle school readers were randomly assigned to a computerized version of the intervention, a teacher-led version, or business-as-usual (BaU) control instruction. The influence of language status (i.e., English Learner status) and pre-intervention levels of mind-wandering, anxiety, and mindset on the effects of the inferential reading comprehension intervention were examined. There were no moderator effects for the teacher-led group compared to the BaU control. Conversely, anxiety, mind-wandering, and language status moderated the effects of the computer-led intervention for some reading and inference-making outcomes. The computer-led intervention was associated with improved inference-making for students with higher levels of self-reported anxiety and mind-wandering. In contrast, the computer-led intervention was less beneficial than BaU instruction for English learners. Findings are discussed with respect to how these factors might be relevant for interpreting the effects of interventions for struggling middle school readers in general, and for English learners in particular. The findings also point to the importance of considering the characteristics of both student and instructional features in the creation and testing of reading comprehension interventions.
虽然许多学生从基于证据的阅读理解干预中受益，但并非所有学生都会表现出足够的反应。调节分析提供了一种统计方法来检验干预对谁最有效，以及在什么条件下最有效。本研究在一个家长项目中进行，该项目调查了推理阅读理解干预的效果，该研究考察了与学生注意力的部署以及可能与干预反应差异相关的语言状态有关的因素。66 名有困难的中学生被随机分配到计算机版本的干预、教师主导的版本或常规教学（BaU）对照组。研究了语言状态（即英语学习者状态）和前干预阶段的走神、焦虑和思维模式对推理阅读理解干预效果的影响。与 BaU 对照组相比，教师主导组没有调节作用。相反，焦虑、走神和语言状态调节了计算机主导干预对一些阅读和推理结果的影响。计算机主导的干预与更高水平的自我报告焦虑和走神的学生的推理能力提高有关。相比之下，对于英语学习者来说，计算机主导的干预不如 BaU 指导有益。研究结果讨论了这些因素对于解释一般困难中学读者和特别是英语学习者的干预效果的相关性。研究结果还指出，在创建和测试阅读理解干预时，考虑学生和教学特点的特征非常重要。
